The Learner-centered Glocalization and Evidence-based Educational Decision-making on Glocalization: Two Issues on the Global Development of Chinese Language Teaching
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i2.2400
Abstract
In the twentieth century, Chinese teachers and researchers in China primarily viewed Chinese language teaching as teaching the language to foreigners, specifically those learning Chinese within China. In the twenty-first century, with the rapid increase in the number of global Chinese language learners, Chinese teachers and researchers have begun to focus on global Chinese language learners, and to support and meet the needs of them. There are two critical issues in the global development of Chinese Language Teaching (CLT): the learner-centered glocalization and the evidence-based educational decision-making on how to glocalize. Learner-centered glocalization reflects the humanism of caring about learners all over the world, and educational decisions on how to glocalize need to be based on scientific evidence to improve the effectiveness and efficiency of teaching and education. In terms of the current state of the field, there is a growing consensus of common sense on the glocalization of Chinese language teaching materials and paradigm, and the training and education of local teachers, but the scientific educational decision-making based on evidence such as findings from neuroscience is more difficult to achieve, rarely even discussed. However, the latter is the key to scientific glocalization of this area in the future.
Keywords
teaching Chinese to foreigners, teaching Chinese as a foreign language, glocalization, evidence-based decision-making
Full Text
PDF - Viewed/Downloaded: 3 TimesReferences
[1] Hallvard-J, F. Science, Scientism, and the Ethics of Archaeology. Norwegian Archaeological Review, 2017, 50(2): 116-119.
[2] Bridges, D. From the Scientistic to the Humanistic in the Construction of Contemporary Educational Knowledge. European Educational Research Journal, 2011, 10(3): 304-321.
[3] Hou Zongzhao. Scientism and humanism in modern Western philosophy. Domestic Philosophical Dynamics, 1984, (11): 30-34.
[4] Hua Shiping. Scientism and Humanism: Two Cultures in Post-Mao China (1978-1989). SUNY Press, 1995.
[5] Yang Haifeng. Humanism, Scientism and Contemporary Interpretation of Marx's Philosophy. Social Science Journal, 1999, (05): 13-18.
[6] Su Guoxun. Trends and Evaluation of Two Major Trends in Modern Foreign Philosophy--Introduction to the Second National Symposium on Modern Foreign Philosophy. Philosophical Studies, 1981, (12): 76-78.
[7] Philosophy Research Office of Institute of Intelligence in Shanghai Academy of Social Sciences. Philosophical research abroad in the last ten years. Social Sciences, 1980, (06): 108.
[8] Fang Shuanghu, Guo Benyu. Two Vectors of Western Psychology--Scientistic Psychology and Humanistic Psychology. Natural Dialectics Newsletter, 2011, 33(02): 100-106.
[9] Doran, G. A. Scientism vs humanism in medical education. Social Science and Medicine, 1983, 17(23).
[10] Li Shengmin. Toward scientific humanism and humanistic scientism. Journal of China University of Political Science and Law, 2013, (04): 5-29.
[11] Yang Ke Ke. How is bridging possible - humanism and scientism in anthropology. Literary Anthropology Research, 2019, (01): 26-36.
[12] Liu Yanxia. Rupture and bridging: Reflection on the scientism paradigm and humanism paradigm in social work research. Journal of East China University of Science and Technology (Social Science Edition), 2011, 26(03): 24-30.
[13] Zheng Rongshuang. Sinking and Saving of Ontology--An Analysis of the Ontology of Scientism-Oriented Psychology and Humanism-Oriented Psychology. Natural Dialectics Research, 2003, (04): 5-8.
[14] Wu Jing. Positive psychology: The integration of scientism and humanism. Psychosocial Science, 2010, 25(Z2): 175-178.
[15] Li Qiwei. The “cognitive revolution” and the “second generation of cognitive science”. Acta Psychologica Sinica, 2008, 40(12): 1306-1327.
[16] Chen Chengwen, Liu Yu. The fusion of humanism and scientism:A research paradigm for the discipline of ideological and political education. Gansu Social Science, 2011, (06): 80-83.
[17] Sun Shijie. Beyond scientism and humanism: education toward the ideal of scientific humanism. Journal of Henan Normal University (Philosophy and Social Science Edition), 2008, (01): 217-219.
[18] Ye Zengbian. Scientism and humanism in teaching paradigm. Journal of Baicheng Normal College, 2007, (02): 95-98.
[19] Hu Fanzhu. The division between scientism and humanism: A study of the research methods of Chinese rhetoric. Yunmeng Journal, 1990, (02): 86-90.
[20] Chen Zhongliang. Humanism or Scientism? --Philosophical Reflections on native Language Teaching. Chinese Language and Literature Learning, 1987, (08): 2-4.
[21] Wang Lujiang. From Teaching Chinese to foreigners to teaching Chinese as an International Language — Trends in Chinese language communication in the age of globalization. Chinese Language Teaching in the World, 2003, (03): 9-12.
[22] LI Quan, Sun Ying. On five micro-relationships in international Chinese language education Research on Ethnic Education, 2021, 32(05): 160-169.
[23] Ding Anqi. Master's degree in Chinese international education: Eleven years of professional development. International Chinese Language Education (Chinese and English), 2018, 3(04): 18-35.
[24] Zhao Yang. Forty years of research on the acquisition of Chinese as a second language. International Chinese Language Education (in Chinese and English), 2018, 3(04): 92-101.
[25] Wu Yongyi. Gleanings from forty years of research on Chinese as a second/foreign language teaching method. International Chinese Language Education (in Chinese and English), 2018, 3(04): 47-62.
[26] Liu Fang. The developmental trend of international Chinese language education research - A study on the themes of the journal issues of International Chinese Language Education (in Chinese and English) as an example. International Chinese Language Education (Chinese and English), 2018, 3(04): 102-109.
[27] Zhao Jinming. What is “internationalization” and “glocalization” of international Chinese language education. Journal of Yunnan Normal University (Teaching and Research of Teaching Chinese to foreigners), 2014, 12(02): 24-31.
[28] Wang Jianjun. Basic connotation, cultivation mode and future direction of glocalization of teachers in Chinese language international education. Journal of Yunnan Normal University (Teaching and Research of Chinese as a Foreign Language Edition), 2015, 13(03): 9-14.
[29] Zhou Xiaobing, Chen Nan, Liang Shanshan. A study on the glocalization approach and grading of Chinese language teaching materials. Journal of South China Normal University (Social Science Edition), 2014, (05): 73-77.
[30] Wu Yinghui. New Dynamics, New Fields and New Methods of International Chinese Language Education. Journal of Henan University (Social Science Edition), 2022, 62(02): 103-110.
[31] Zhou Xiaobing, Zhang Zhe, Sun Rong, et al. An overview of the forty-year development of international Chinese language teaching materials. International Chinese Language Education (in Chinese and English), 2018, 3(04): 76-91.
[32] Xu Lin. Report on the work of Confucius Institute Headquarters in 2015. Confucius Institute, 2016, (01): 10-17.
[33] H-Douglas, B., Tarone, E., Swan, M., et al. Forty years of language teaching. Language Teaching, 2007, 40(1): 1.
[34] Zhou Jiaxian. Brain science and education research. Global Education Perspectives, 2007, (04): 52-56.
[35] OECD, Understanding the Brain: Towards a New Learning Science, OECD Publishing, Paris, 2002. https://doi.org/10.1787/9789264174986-en.
[36] Hideaki Koizumi. Brain-science and education in Japan. In: Della Sala, S. and Anderson, M. (eds), Neuroscience in Education: The good, the bad, and the ugly, Oxford University Press, Oxford University Press, 2012: 319–334..
[37] Liu Hengshuang, Cao Fan. L1 and L2 processing in the bilingual brain: a meta-analysis of neuroimaging studies. Brain and Language, 2016, 15960-73.
[38] Zhou Jiaxian, Chen Juyong. Innovations in second language education from the perspective of educational neuroscience. Beijing: Educational Science Press, 2016.
[39] Ashby Jane, Keith Rayner. reading in alphabetic writing systems: evidence from cognitive neuroscience. In: Della Sala, S. and Anderson, M. (eds), Neuroscience in Education: The good, the bad, and the ugly, Oxford University Press, 2012: 1-83.
[2] Bridges, D. From the Scientistic to the Humanistic in the Construction of Contemporary Educational Knowledge. European Educational Research Journal, 2011, 10(3): 304-321.
[3] Hou Zongzhao. Scientism and humanism in modern Western philosophy. Domestic Philosophical Dynamics, 1984, (11): 30-34.
[4] Hua Shiping. Scientism and Humanism: Two Cultures in Post-Mao China (1978-1989). SUNY Press, 1995.
[5] Yang Haifeng. Humanism, Scientism and Contemporary Interpretation of Marx's Philosophy. Social Science Journal, 1999, (05): 13-18.
[6] Su Guoxun. Trends and Evaluation of Two Major Trends in Modern Foreign Philosophy--Introduction to the Second National Symposium on Modern Foreign Philosophy. Philosophical Studies, 1981, (12): 76-78.
[7] Philosophy Research Office of Institute of Intelligence in Shanghai Academy of Social Sciences. Philosophical research abroad in the last ten years. Social Sciences, 1980, (06): 108.
[8] Fang Shuanghu, Guo Benyu. Two Vectors of Western Psychology--Scientistic Psychology and Humanistic Psychology. Natural Dialectics Newsletter, 2011, 33(02): 100-106.
[9] Doran, G. A. Scientism vs humanism in medical education. Social Science and Medicine, 1983, 17(23).
[10] Li Shengmin. Toward scientific humanism and humanistic scientism. Journal of China University of Political Science and Law, 2013, (04): 5-29.
[11] Yang Ke Ke. How is bridging possible - humanism and scientism in anthropology. Literary Anthropology Research, 2019, (01): 26-36.
[12] Liu Yanxia. Rupture and bridging: Reflection on the scientism paradigm and humanism paradigm in social work research. Journal of East China University of Science and Technology (Social Science Edition), 2011, 26(03): 24-30.
[13] Zheng Rongshuang. Sinking and Saving of Ontology--An Analysis of the Ontology of Scientism-Oriented Psychology and Humanism-Oriented Psychology. Natural Dialectics Research, 2003, (04): 5-8.
[14] Wu Jing. Positive psychology: The integration of scientism and humanism. Psychosocial Science, 2010, 25(Z2): 175-178.
[15] Li Qiwei. The “cognitive revolution” and the “second generation of cognitive science”. Acta Psychologica Sinica, 2008, 40(12): 1306-1327.
[16] Chen Chengwen, Liu Yu. The fusion of humanism and scientism:A research paradigm for the discipline of ideological and political education. Gansu Social Science, 2011, (06): 80-83.
[17] Sun Shijie. Beyond scientism and humanism: education toward the ideal of scientific humanism. Journal of Henan Normal University (Philosophy and Social Science Edition), 2008, (01): 217-219.
[18] Ye Zengbian. Scientism and humanism in teaching paradigm. Journal of Baicheng Normal College, 2007, (02): 95-98.
[19] Hu Fanzhu. The division between scientism and humanism: A study of the research methods of Chinese rhetoric. Yunmeng Journal, 1990, (02): 86-90.
[20] Chen Zhongliang. Humanism or Scientism? --Philosophical Reflections on native Language Teaching. Chinese Language and Literature Learning, 1987, (08): 2-4.
[21] Wang Lujiang. From Teaching Chinese to foreigners to teaching Chinese as an International Language — Trends in Chinese language communication in the age of globalization. Chinese Language Teaching in the World, 2003, (03): 9-12.
[22] LI Quan, Sun Ying. On five micro-relationships in international Chinese language education Research on Ethnic Education, 2021, 32(05): 160-169.
[23] Ding Anqi. Master's degree in Chinese international education: Eleven years of professional development. International Chinese Language Education (Chinese and English), 2018, 3(04): 18-35.
[24] Zhao Yang. Forty years of research on the acquisition of Chinese as a second language. International Chinese Language Education (in Chinese and English), 2018, 3(04): 92-101.
[25] Wu Yongyi. Gleanings from forty years of research on Chinese as a second/foreign language teaching method. International Chinese Language Education (in Chinese and English), 2018, 3(04): 47-62.
[26] Liu Fang. The developmental trend of international Chinese language education research - A study on the themes of the journal issues of International Chinese Language Education (in Chinese and English) as an example. International Chinese Language Education (Chinese and English), 2018, 3(04): 102-109.
[27] Zhao Jinming. What is “internationalization” and “glocalization” of international Chinese language education. Journal of Yunnan Normal University (Teaching and Research of Teaching Chinese to foreigners), 2014, 12(02): 24-31.
[28] Wang Jianjun. Basic connotation, cultivation mode and future direction of glocalization of teachers in Chinese language international education. Journal of Yunnan Normal University (Teaching and Research of Chinese as a Foreign Language Edition), 2015, 13(03): 9-14.
[29] Zhou Xiaobing, Chen Nan, Liang Shanshan. A study on the glocalization approach and grading of Chinese language teaching materials. Journal of South China Normal University (Social Science Edition), 2014, (05): 73-77.
[30] Wu Yinghui. New Dynamics, New Fields and New Methods of International Chinese Language Education. Journal of Henan University (Social Science Edition), 2022, 62(02): 103-110.
[31] Zhou Xiaobing, Zhang Zhe, Sun Rong, et al. An overview of the forty-year development of international Chinese language teaching materials. International Chinese Language Education (in Chinese and English), 2018, 3(04): 76-91.
[32] Xu Lin. Report on the work of Confucius Institute Headquarters in 2015. Confucius Institute, 2016, (01): 10-17.
[33] H-Douglas, B., Tarone, E., Swan, M., et al. Forty years of language teaching. Language Teaching, 2007, 40(1): 1.
[34] Zhou Jiaxian. Brain science and education research. Global Education Perspectives, 2007, (04): 52-56.
[35] OECD, Understanding the Brain: Towards a New Learning Science, OECD Publishing, Paris, 2002. https://doi.org/10.1787/9789264174986-en.
[36] Hideaki Koizumi. Brain-science and education in Japan. In: Della Sala, S. and Anderson, M. (eds), Neuroscience in Education: The good, the bad, and the ugly, Oxford University Press, Oxford University Press, 2012: 319–334..
[37] Liu Hengshuang, Cao Fan. L1 and L2 processing in the bilingual brain: a meta-analysis of neuroimaging studies. Brain and Language, 2016, 15960-73.
[38] Zhou Jiaxian, Chen Juyong. Innovations in second language education from the perspective of educational neuroscience. Beijing: Educational Science Press, 2016.
[39] Ashby Jane, Keith Rayner. reading in alphabetic writing systems: evidence from cognitive neuroscience. In: Della Sala, S. and Anderson, M. (eds), Neuroscience in Education: The good, the bad, and the ugly, Oxford University Press, 2012: 1-83.
Copyright © 2024 Juyong Chen
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License